The association between lesson goals and task introduction in problem solving teaching in primary schooling

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http://hdl.handle.net/10138/42740

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Näveri , L , Laine , A , Pehkonen , E & Hannula , M S 2013 , The association between lesson goals and task introduction in problem solving teaching in primary schooling . in M S Hannula , P Portaankorva-Koivisto , A Laine & L Näveri (eds) , Current state of research on mathematical beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland . Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia , no. 6 , Suomen ainedidaktinen tutkimusseura ry , Helsinki , pp. 243-257 . < https://tuhat.halvi.helsinki.fi/admin/files/35130054/MAVI_18_proceedings.pdf >

Title: The association between lesson goals and task introduction in problem solving teaching in primary schooling
Author: Näveri, Liisa; Laine, Anu; Pehkonen, Erkki; Hannula, Markku S.
Editor: Hannula, Markku S.; Portaankorva-Koivisto, Päivi; Laine, Anu; Näveri, Liisa
Contributor: University of Helsinki, Teacher Education
University of Helsinki, Teacher Education
University of Helsinki, Teacher Education
University of Helsinki, Teacher Education
Publisher: Suomen ainedidaktinen tutkimusseura ry
Date: 2013
Language: eng
Number of pages: 15
Belongs to series: Current state of research on mathematical beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland
Belongs to series: Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia
ISBN: 978-952-5993-08-0
978-952-5993-09-7
URI: http://hdl.handle.net/10138/42740
Abstract: This study compares six teachers’ learning goals for two problem solving lessons and their 9 to 11 year-old students’ solutions to two open-ended problems. Some of the learning aims were explicitly given before the lesson and some were revealed during the lessons. The pupils worked on the first open problem in primary three and the second problem in the primary four. The problem solving lessons were video-recorded and transcribed, and pupils´ solutions were collated and examined. An additional data source was the teachers´ lesson plans, and the videos taken in the teachers´ meeting sessions. The classification of teachers´ actions was based on the teaching model developed from Polya’s problem solving model (planning, introduction, guidance, feedback). This paper examines the significance of the teachers´ aims of the lessons and the introduction of the two problems, with the focus on the pupils´ justification of the solution for both tasks
Subject: 516 Educational sciences
mathematical thinking
problem solving
primary school
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